Lesson Planning Template

Created by: Anisha Badesha

Subject: Math
Grade: Kindergarten

Stage 1 – Desired Results

Communication Thinking Personal & Social

C T PS

- I can recount simple - I get ideas when I play. My - I can advocate for myself and
experiences and activities ideas are fun for me and my ideas.
and tell something I learned. make me happy. - With some support, I can be
- I present information clearly - I get new ideas or build on part of a group.
and in an organized way. other people’s ideas, to
create new things within the
constraints of a form, a
problem, or materials.
- I can reflect and evaluate my
thinking, products and
actions.
- I can explore materials and
actions.
Big Idea(s): what students will understand (at a conceptual level, see connections to and between ideas, goes beyond the classroom learning)
Repeating elements in patterns can be identified.

Essential Question(s):
What can patterns teach you about the world?
How do you use patterns in your everyday life?
What do you notice about patterns?
How can you use patterns to make predictions?

Curricular Competencies: what students will do Content Competencies: what students will know
(activities to deepen understanding / product) (basic knowledge, definitions, theories, laws)
- Model mathematics in contextualized (this is often right/wrong, yes/no)
experiences.
- Develop, demonstrate and apply mathematical - Number concepts to 20
understanding through play, inquiry and problem - Repeating patterns with multiple elements
solving.
- Visualize to explore mathematical concepts.
- Communicate mathematical thinking in many
ways.

Stage 2-Learning Plan

 Potential Barriers to Success What will you do? (differentiation/adaptations)
(Might include: engagement, motivation, organization, language (not enough to just list obstacles w/o thinking of how to address
ability, exceptionalities, reading level etc.) them)
- I will make sure to go over the definition of
- Some students might have difficulty grasping patterns thoroughly and assist those students who
what patterns are due to the lack of exposure might need that extra help trying to grasp the
- Some students might find it difficult to concept.
concentrate for too long. - I will make sure to include brain and body
- Students might not want to engage in colouring breaks/energizers for students, so it is not too
using only one kind of tool. difficult to sit down during periods of time.
- Students might need assistance in being able to - I will make sure students are aware how this is
create their own patterns. important to learning about different patterns as a
- Some students might have difficulty with fine whole. If need be, compromise on the types of
motor skills required for some of the activities in supplies that they can use (markers, pencil
the groups (getting beads onto the spaghetti crayons etc.)
skewers) - I will make sure confident students can help their
peers with learning patterns.
- I will make sure to have various sizes of the
beads so that students are able to practice their
fine motor skills.
Infusing Aboriginal Education/First People’s Resources / Materials Required / Technology
Principles of Learning
Part One: Dragon tails worksheet, Have you seen my
- Learning involves patience and time - Revisit dragon? by Steve Light, post its and markers
concepts multiple times, scaffolding learning
to deepen understanding. Part Two: Magnetic geometric shapes, geometric
This will be portrayed when students revisit the shapes/manipulatives, egg cartons and pattern cards,
different ways they can approach when learning bead bracelets, “A String of Beads” by Margarette Reid
about patterns. Beads (various shapes and sizes), playdough and
spaghetti.

Part Three: Pipe cleaners, beads, pom poms, pom pom

worksheet, geometric shapes/manipulatives, dotting
paint and paper

Scaffolding Focus Creativity Focus

- Repeating elements in patterns can be identified. - Using a variety of different mediums to make
- Starting with simple patterns (A, B, A, B…) and their patterns and having the choice (markers,
gradually going into more complex patterns (A, pom poms, play doh, geometric manipulatives,
B, B, A, B, B…) and then (A, BB, C, A, BB, egg cartons, pattern cards, dotting paint etc.)
C…) - Being able to do it again and again, without fear
- Collaborative work – to group work to being of making mistake because they can choose
able to make unique patterns individually. different patterns for their creations.
- Gradual release as students start to grasp the - Building on previous ideas (using a pattern from
repeating elements egg carton station and making it larger in the
- Building on one part of the activity to the next spaghetti beads station.)
part

Universal Design for Learning (UDL) – Differentiated Instruction

 - Choice – Students have a variety of material to work (manipulatives, beads, pom poms, paint, play dough,
geometric shapes) when working with patterns.
- Observations: Ongoing feedback for my students so they know they are on the right track.
- Modelling: I am modelling a lot of the activities beforehand so students know what they are supposed to do
and I even have my own examples.
- Scaffolding: Building on each part of the lesson and using that information for the next part.
- Extensions for students who are done while also having these activities divided into parts so students who
need the time do not rushed.
- Student-centered: Multiple check in’s with students to see if they understand (filling in pattern sequence
when moving onto next part.)
- ELA learners: Going over new vocabulary or words they are unfamiliar with.
- Individual work and group work.
- Modelling understanding.
- Providing support and assistance for those learners who need it while observing from group to group as they
play.
Stage 3 – Assessment Evidence
Formative (before/during) Summative (at the end) Self (Assessment/Reflection)

- Anchor Chart Post-Its Rubric - Thumbs up or down self-

- Observations assessment at the end.

Stage 4 – Teaching Plan

Time: Teacher Does: Students Do:
(Patterns have already been introduced and this
would be the second lesson in our unit – This lesson
might take multiple days, one part for each day.)

Part One

To start the lesson off and invoke some curiosity, I will

have placed pictures of dragons all over the board, with
different kinds of patterns on their tails.
Students are observing the different dragon
I will invite the students to the carpet and prompt the
tails and engaging in discussion, remembering
students and ask them to observe what they notice about
the previous lesson and letting the teacher
the different kinds of dragons and the details in the tails,
know what they can recall.
while writing down their ideas. This will act as a
refresher from the previous lesson about patterns,
especially for those students who might have not been
here or need to go over what a pattern is once more.
Students are listening to the story being read to
To begin the new lesson, I will read the story, “Have
them and keeping an eye out for the different
you seen my dragon?” by Steve Light to the class.
patterns they can find and keeping them locked
in their mind.
After reading the book, I will lead a discussion and will
discuss the different colors the dragon could have been
so that he would have been easier to find. I will invite
students to share their own thoughts about the different Students are unlocking their memory and
kinds of colours they would have used so everyone informing the teacher about the different
could see their dragon. This can lead into a discussion of patterns that they have noticed and telling the
cool and warm colours, and which colours get more teacher about the best usage of colour to find a
noticed due to their vibrance and brightness (warmer dragon in a crowded place.
colours) and which colours blend in (black, grey.) I will
ask them what colours they would wear on their tails if
they wanted to be found in a crowd of people.

Students are correcting my mistakes and

Once students are seated at their desks and ready to showing me what they remember about
listen, I will draw an example of a dragon tail on the patterns and coming up to fill in the blanks.
board and start a pattern (blue, green, blue, green) and I
will prompt the students in asking what color should
come next. This way, it can allow students to reflect on Students are sharing just how they remember
the previous lesson and use similar strategies to find out what comes next in different pattern sequences
the pattern. After that prompt, I will add in a third color and what clues they can use.
(blue, green, red, blue, green__) and prompt them to fill
in what comes next.

I will ask them the different kinds of strategies they used

in order to figure out the pattern, and list them off so
other students can utilize the same methods.

I am going to tell the students that I have a problem and

that I really need their help to solve it. (I will play it as a
narrative.)

I will prelude by telling the students about my pet

dragon, called Drogo. “This is Drogo. Sometimes,
Drogo has a tendency to get lost because he blends in
with the crowd. Can you help me make him more visible
so he can come back home?”

I will show the students an example of my own dragon

tail that I made, showing them the colors, I chose in my
pattern, something bright and vivid so I would be able to
find Drogo on a rainy and crowded day. I will also go
over the sequence I used, (A, B, A, B….) and let
students know that they have to write the sequence on
the worksheet as well.
Students are picking 3 different colours for
I will ask the students to pick 3 coloured markers that their dragon tails and figuring out the kind of
they want to make a pattern with. Once the students sequence they want to create on their tails.
have picked their colours, they will make the pattern of
choice in their dragon tail outline.
Students are challenging themselves by picking
another colour to make a harder sequence.
Students can try their hand at making a more
complicated pattern with more than 3 colours and
experiment with the different kinds of sequences they
can make with them. Students are filling out the chart as a way to
show me the different patterns they used (this
way, students who are not finished can still
I will pass out post it notes and ask students to use the show me the different pattern they used) and I
colors they used on their dragons and make a small can grasp which students might need further
pattern sequence on the post-its (Eg, blue, red, blue, red) explanation when it comes to patterns.
and stick it onto the “What patterns I used” dragon chart
so the entire class can see the different kinds of patterns
were used.

Part Two
Students are listening to me read the story.
- I will read the students a story, “A String of
Beads” by Margarette Reid.
- After the story, I will ask students to make a
comment about the book.
- I will prompt them to think about how patterns
can be used when looking at different kinds of
beads and how we would be able sort them. (Eg.
Color, shape, size and patterns.)

Using magnetic manipulatives (geometric shapes), I will Students are using what we learned from the
have a few sequences prepared on the board. We will go first part to remember how to do patterns.
through them as a class.
- I will ask the students which shapes they think
will come next. This can be done by volunteers
or students who have their hands up for
discussion.
- I will choose a volunteer to pick three colors and
make a pattern of their choice (the classroom
helper.) The student will then pick a classmate to
help finish off the pattern.

Activity:
- I will divide the classroom up into half. (4
groups)
Students will be experimenting with play by
One half (two groups) using different geometric manipulatives and
- Each group will have an egg carton at their pattern cards to take part in directed play.
station with geometric manipulatives and pattern Students are using multiple manipulatives and
cards with different sets of patterns on them. varying patterns.
- Students will replicate the patterns given on the
set of cards with the shapes given to them.
- I will go around, observing students and the
different techniques being used in creating their
patterns and prompting them to explore different
 kinds of patterns they could make with their
shapes
- I will rotate the groups at least twice, so students
will have a chance to create different sets of
patterns and practice with different
manipulatives.
- As a way to extend this activity, I can have some
cards set aside which have blanks and ask the
students to predict and complete the pattern
through collaboration with their small groups.

Second half: (Two groups)

I will have placed an array of bead bracelets along the

classroom and have them passed around while on the
carpet. I will ask the students about their observations,
prompting them with: “What do you notice about the
beads?” / “How many colours are there?” / “What is the
pattern sequence that is used?” and we discuss what the
students are noticing.

Activity
- Students will each have a ball of playdough at
their desk with three different spaghetti sticks
sticking out of them. Students will be experimenting with play by
- Students will pick different pattern sequences for using different coloured beads (all different
each spaghetti stick based on colour, shape or sizes), spaghetti skewers and playdoh. This will
be more of a free play and for those students
size of the beads.
who need it, I will have patter cards available
- I will make sure to have different sized beads for
that they can follow.
different students (can also work on fine motor
skills)
- For prompts, I will have sequence pattern cards
at each table which students can refer to if they
are finding it too difficult to think of their own
patterns.
- I will go around observing and asking students
their thought process in the way they sequenced
their patterns and how they have sorted.
Part Three

I will pick a few volunteers and organize them in a

patterned sequence (I will arrange them either by their
height if there is enough variation or have some students
sit or stand in a sequenced line) I will ask the remaining
students to predict what pattern their peers are making.

Lesson and Activity:

- Students will get a chance to explore with a
variation about different math centers that will
allow them to make different patterns with play.
- I will allow choice in picking where students
want to go for their stations.
- I will set clear expectations about how many
people are going to be in a group and how we
can rotate to allow everyone to have a turn. (If
some students want to stay at their stations the Students will be experimenting with directed
entire time, that is alright as well.) play and free play through the different
stations.
Centers:
- Bead stations with pipe cleaners - Students can
string along the beads along the pipe cleaners
and assemble different patterns.
- Pom-pom patterns – Students can fill in
patterns or make their own patterns on the
worksheets with the pom-poms.

- Geometric shapes station – Students will use

geometric manipulatives to create different
patterns. Prompts will be given, in case students
need a starting point.
- Dotting paint station – students can focus on
coloured patterns, creating rows of patterns
 based on colours. I will challenge them by
asking them to experiment with 3 or more
colours.

(Do self-assessment rubric at the end with the whole

class to see where they are learning wise about patterns.)
Extensions

- Pattern Fish: Just like the Dragon Tail activity, but with fish.
- Moving on to pattern in size and movement: playing the copy-cat game.
- Learning about Growing Patterns (The Napping House) https://earlymath.erikson.edu/who-is-napping-
primary-math-games-and-activities/
- Pattern Bugs” by Trudy Harris to learn about patterns in sounds.
- Pattern Scavenger Hunt (in the classroom or outside)
- Art: Witch Stocking

Teacher Reflections
- What went well in my lesson?
- What did not go well?
- What was an area I could have focused on more?
- What was an area I could I have focused on less?
- Who was struggling with the concept of patterns?
- Who was understanding the concept of patterns?
- What could I change next time to make my stations more efficient?
References and photos

ARanson. (2013, May 20). Counting and patterning with play dough, spaghetti and beads. Retrieved March 30,
2021, from https://theimaginationtree.com/counting-and-patterning-with-play-dough-spaghetti-and-beads/

ARanson. (2014, January 06). Making patterns with Lego and egg cartons. Retrieved March 30, 2021, from
https://theimaginationtree.com/making-patterns-with-lego-and-egg/

Craftulate. (2018, April 21). Pom pom patterns. Retrieved March 30, 2021, from https://craftulate.com/pom-pom-
patterns/

Tinyartroom. (2011, October 21). Bewitching artwork! Retrieved March 30, 2021, from
https://tinyartroom.wordpress.com/2011/10/21/bewitching-artwork/